Arundel Court Primary Academy and Nursery

About Arundel Court Primary Academy and Nursery Browse Features

Arundel Court Primary Academy and Nursery


Name Arundel Court Primary Academy and Nursery
Website http://arundelcourt.com/
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 18 June 2015
Address Fyning Street, Portsmouth, PO1 1FG
Phone Number 02392824893
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 596 (50% boys 50% girls)
Number of Pupils per Teacher 17.8
Academy Sponsor University Of Chichester (Multi) Academy Trust
Local Authority Portsmouth
Percentage Free School Meals 49%
Percentage English is Not First Language 30.9%
Persisitent Absence 8.5%
Pupils with SEN Support 15%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

Arundel Court Primary and Nursery is a well-above-average-sized primary school. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of disadvantaged pupils supported by the pupil premium is high. This is additional government funding for pupils who are looked after or known to be eligible for free school meals. The proportion of pupils from minority ethnic groups is above average. An above average proportion of pupils are at an early stage of learning English. Children attend the early years classes full time. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school opened as a primary school in September 2013. Prior to this, the infant and junior schools were federated under the leadership of the current headteacher and deputy headteacher. The school runs an on-site breakfast club.

Summary of key findings for parents and pupils

This is a good school. Pupils achieve well in reading, writing and mathematics. Occasionally, progress in reading is outstanding. Effective, supportive teaching that engages pupils well makes sure they are keen and motivated to learn. Outstanding provision in the early years enables children to get off to a flying start with their learning. A rich curriculum, that includes excellent school productions, art and book weeks, go-karting, visits and visitors, enhances pupils’ learning exceptionally well. Thorough checks on pupils’ progress ensure that those falling behind, especially disadvantaged pupils, get the support they need to help them catch up. Excellent relationships support pupils’ very positive attitudes to learning and their outstanding behaviour. Pupils feel very safe in school and fully confident of adult support should they need it. There is strong provision for pupils’ spiritual, moral, social and cultural development that ensures pupils get on very well together. The headteacher and deputy headteacher provide strong, caring leadership that puts pupils’ welfare, personal and academic achievement at the forefront of all they do. Teaching and achievement are good and behaviour excellent. Senior and middle leaders, and governors, fully support the school’s caring ethos. They focus on continuous improvement, effective teaching and drive for high achievement. All staff work very well together to create a harmonious, positive learning environment in which pupils thrive. It is not yet an outstanding school because : Feedback in mathematics is not always regular enough, or specific enough, to move pupils’ learning on effectively. Spelling and boys’ writing at Key Stage 2, although accelerating rapidly, are not yet consistently good. Leaders are not precise enough in setting goals for improving boys’ writing at Key Stage 2.